“I have been impressed with the urgency of doing. Knowing is not enough we
must apply. Being willing is not enough; we must do.”
~ Leonardo Da Vinci ~13500 Aviation Boulevard
Hawthorne, California 90250
(310) 725‐5800
www.davincischools.org
Mission, Vision, History
Description & Organization of our schools
What Difference We Wish to Make in Curriculum, Instruction, and
Assessment
4
5
6
Chapter 2: Performance Indicators
10
Demographics
Admissions & Enrollment
Attendance
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25
Chapter 3: Academic Indicators
26
Graduates
Current Students
College Readiness Indicators
27
29
39
Chapter 4: Culture
43
Students
Staff
Families/Community
44
45
46
Chapter 5: Operations
47
Fiscal Information
Staffing
Technology
Facilities
48
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51
52
Background Information
~ Mission, Vision, History ~
~ Description & Organization of Our Schools ~
~ What Difference Do We Wish to Make ~
M
ISSION
/
V
ISION
/
H
ISTORY
Mission
Da Vinci Schools exist to provide our students a rigorous, relevant, and hands‐on college preparatory curriculum. We create and support a culture of high expectations for all, where students grow in knowledge and wisdom, develop new skills, and form safe and strong relationships with teachers, peers, parents, and the community. Furthermore, the K‐8 school exists to run a family collaborative instructional model that supports children to become caring, confident learners in a compassionate learning community that respects and values different interests, abilities, learning styles, ethnicities, and cultural backgrounds.
Vision
Da Vinci Schools will be an environment in which informed, resourceful and reflective students become college‐ready, career‐prepared, and community‐minded individuals who graduate from postsecondary programs and land good jobs becoming productive members and respected leaders in the global community.History
Da Vinci Design and Da Vinci Science ‐‐ known as Da Vinci Schools ‐‐ opened in August 2009 as independent public charter high schools. Da Vinci Schools are a nonprofit independently governed Local Education Agency authorized by the Wiseburn (K‐8) School District and approved by the California Department of Education. Da Vinci Schools and the Wiseburn School District operate as two legal entities to take advantage of operating flexibilities and significant resources, but with one common purpose. Both organizations are fundamentally focused on providing an outstanding educational experience for the Wiseburn community and other families.In 2010, Da Vinci Schools received full accreditation by the Western Association of Schools & Colleges (WASC).
In August 2011, Da Vinci Schools opened the Da Vinci Innovation Academy, a dynamic new educational model for K‐8 students that combines 2 days of project‐based learning at school with 3 days of family‐facilitated learning off site.
In 2013, Da Vinci Design and Da Vinci Science each were reaccredited by WASC for 6 years, the longest accreditation term the organization grants to any institution. Both schools are accredited through 2019.
In August 2013, Da Vinci Schools opened Da Vinci Communications, a new high school/college "hybrid" serving 9th graders in its first year and culminating in a high school diploma and an AA
D
ESCRIPTION
&
O
RGANIZATION
Overview
Located two miles south of Los Angeles International Airport, Da Vinci Schools are in close proximity to leading aerospace and engineering corporations, design studios, and major universities. Da Vinci Schools combine a project‐based, college preparatory curriculum with a real‐world “learn by doing” philosophy, early college classes (at no cost to families), industry‐ based seminars, a real world learning program, comprehensive college counseling, partnerships with industry and higher education leaders, a small and personalized school culture, and much more. The Da Vinci Innovation Academy is based on a hybrid model of both classroom‐based and family‐facilitated (homeschool) instruction. Families are an integral part of their children’s education and are valued as contributing members of the learning community. As an independent study school, families play a primary role in facilitating student learning.
The curriculum exceeds California's "A‐G" university admissions requirements, and ensures that students acquire the 21st century skills and competencies needed for college and career success. Students are required to develop a series of digital portfolios in each subject area. At the end of each semester, all students must present a Portfolio Defense (POL) to a panel of faculty and community partners in which they use their work as evidence of their learning.
Da Vinci students come from 80 different zip codes and reflect the full socio‐economic and cultural diversity of the local area and the state of California. The schools admit students based on a random public lottery, with priority given to residents of the Wiseburn School District (our authorizer), siblings of currently enrolled students, and children of Da Vinci Schools’ faculty and staff, and founding partners. Criteria for admission include California residence and interest in attending the schools. There are no tests or GPA requirements for admission. The Da Vinci school year includes 2 semesters of approximately 18 weeks. At the high schools, each day is divided into three 100 minute periods (block schedule) and a 75 minute seminar. The high school day begins at 9am and ends at 4pm on Mondays through Thursdays, and begins at 10am on Fridays. For Da Vinci Innovation Academy students, the school day begins at 9:15 am and ends at 3:15 pm on the days they attend school on‐site. DVIA students attend school on either Mondays AND Thursdays OR Tuesdays AND Fridays with optional enrichment classes on Wednesdays.
W
HAT
D
IFFERENCE
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W
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Overview
Mission
Why we exist as an organization; enduring truths about our organization that have no expiration date Da Vinci Schools exists to provide our students a rigorous, relevant, and hands‐on college preparatory curriculum with areas of focus in design, engineering, communications, and school and family collaborative education.Core Principles
What we believe; fundamental values that are central to our organization and reflect how we want to move toward our mission Da Vinci Schools believes the following components are critical to student success: Personalization • Small learning communities • Depth over breadth • Real‐world context for learning Student demonstration of mastery • Learning‐by‐creating • Collaborative problem‐solving • Equity & access for all •Industry & university partnerships • Integrity, respect and trust • Community building Commitment to growth by all • High expectations • AccountabilityVision
A look into the future: What our organization will be doing 5‐10 years from now Da Vinci Schools will be an environment in which all students will become college‐ready, career‐prepared, and community‐minded.Signature Practices
The structures and practices through which we seek to achieve our vision Project‐based learning • Teacher‐designed projects • Essential knowledge &skills • Mastery‐based grading Revision & peer critique • Use of rubrics for assessment • Student leadership Advisory • Digital portfolios • Presentations of learning (project exhibitions & portfolio defenses) Student‐led conferences • Service learning • Industry‐based seminars • Internships • Early College Community‐building •Extensive professional development • Meaningful teacher evaluation & feedbackOutcomes & Results
What we seek for our students and how we will measure our success Habits of Mind Evidence Integrity Quality Collaboration Connection Accountability 21st Century Skills Initiative Communication Critical Thinking/Problem Solving Use of Academic Language Creativity Use of Technology Leadership Adaptability & Agility Assessing & Analyzing Information Metrics Net Promoter Score API / SAT / ACT Attendance Rate Graduation Rate UC/CSU Eligibility Rate College Acceptance Rate College Entrance Rate College Graduation RateHabits of Mind
Habit of Connection
Connection is the ability to look for patterns and ways that things fit together in order to utilize diverse material to form new solutions. In order to determine whether or not one is cultivating this habit, one might ask— What are the outcomes (the “what”) and purposes (the “why”) of this? Why is this important? How is this related to other things I know? How does this confirm or challenge my previous understandings or viewpoints? What are the applications of this? What are my biases and my perspectives, and how am I taking these into consideration? How does the context of this affect its relevance?Habit of Collaboration
Collaboration is the habit of working effectively with others, acknowledging the personal strengths and weaknesses of yourself and others, and providing appropriate support. In order to determine whether or not one is cultivating this habit, one might ask— What is my role and contribution to the process and final product? How do I support others to work to their full potential? How do I provide and welcome constructive feedback to/from others? How have I been of service to others, particularly those lacking resources that I possess? What efforts have I made to broaden my understanding of others’ experiences and viewpoints?Habit of Quality
Quality is the habit of consistently investing your personal best effort to create a product that is strong, accurate and beautiful. In order to determine whether or not one is cultivating this habit, one might ask— Does this represent my personal best? Am I proud of this product? Have I sought out critical feedback and made revisions to my final product based on that feedback? How do I challenge myself to grow and improve?Habit of Accountability
Accountability is the habit of consistently meeting deadlines and following directions. In order to determine whether or not one is cultivating this habit, one might ask— Do I consistently meet all deadlines, both small and large? Do I always follow directions carefully? Do I accept full responsibility for my work? Do I use the “no excuses” mindset when working? Do I acknowledge and honor the established standards of respect and behavior?Habit of Evidence
Evidence is the habit of providing proof for claims through the use of relevant facts and credible sources. In order to determine whether or not one is cultivating this habit, one might ask— Do I understand the relevant facts and concepts? How do I seek credible and relevant sources to support my work, and present them accurately? How do I present my information clearly, effectively, and authentically? How have I addressed contradictory evidence or alternative perspectives?Habit of Integrity
Integrity is the habit of being consistently honest, fair, and sincere in all one’s dealings. In order to determine whether or not one is cultivating this habit, one might ask— Have I been respectful, ethical & honest in all my work, speech, and relationships? Are the assignments I submit my own work? Have I given credit to all of my sources, cited them accurately and faithfully represented them? Have I kept my word and followed through on all my commitments?21
stCentury Skills
Initiative
Initiative involves the ability to see an opportunity and take advantage of it without any specific instructions to do so. In order to determine whether or not one is cultivating this skill, one might ask— Do I look for opportunities and take advantage of them? Do I go beyond basic mastery of content to expand my own learning and gain expertise? Do I prioritize and complete tasks without direct oversight? Do I manage my own timeline and balance both short‐term and long‐term goals?Communication
Communication involves explaining thoughts and ideas in a clear and appropriate manner using oral, written, and nonverbal means. In order to determine whether or not one is cultivating this skill, one might ask— Do I pronounce my words carefully and speak clearly? Do I take care in checking over my written work to make sure it is understandable and error‐free? Do I listen to others’ questions and respond appropriately? Do I pay attention to my body language? Do I incorporate technology in a way that is both effective and engaging?Use of Academic Language
Use of academic language involves carefully choosing appropriate, specific words to explain learning. In order to determine whether or not one is cultivating this skill, one might ask— Do I choose words that are specific to the academic discipline I am speaking about? Do I always use the words I choose in the correct context with the correct meaning? Do I avoid vague language like “thing” and “stuff” when speaking and writing? Am I efficient with my word choices when speaking and writing?Critical Thinking & Problem Solving
Critical thinking & problem solving involve using reasoning to assess situations and generating viable solutions. In order to determine whether or not one is cultivating this skill, one might ask— Do I evaluate evidence and draw conclusions based on evidence? Do I distinguish between argument and evidence? Do I ask significant questions that help to clarify the problem at hand and differing points of view? Do I consider both conventional and innovative solutions? Do I think about all possible alternatives before selecting a solution?Use of Technology
Use of technology involves choosing appropriate devices and software to increase effectiveness and efficiency of communication. In order to determine whether or not one is cultivating this skill, one might ask— Do I use technology as a tool to research, organize, evaluate, and communicate information? Do I incorporate technology into presentations in a clear, meaningful way? Do I maintain an organized, understandable digital portfolio of my work? Do I use social networking sites in a productive, appropriate manner? Do I make ethical choices regarding my use of technology? Do I understand and take responsibility for my “digital footprint”?Leadership
Leadership involves taking all perspectives into consideration and always doing the right thing. In order to determine whether or not one is cultivating this skill, one might ask— Do I use interpersonal and problem‐solving skills to work with others toward a goal? Do I recognize and utilize the strengths of my team members? Do I inspire others to reach their very best via example and selflessness? Do I hold myself accountable to my word? Do I demonstrate integrity when in a position of power? Do I act responsibly with the interests of the larger community in mind?
Performance Indicators
~ Demographics ~
~ Enrollment ~
~ Attendance ~
Chapter 2
Overview
In 2012‐2013, Da Vinci High Schools served 1,324 students, 645 of whom are male (49%) and 679 of whom are female (51%).The ethnic breakdown of Da Vinci Schools student body is as follows: 661 Latino (50%), 294 White/Caucasian (22%), 207 African American (16%), 98 Asian (7%), and 64 Other (5%). The grade‐level breakdown is as follows: 263 K‐8 students (20%), and 1061 9‐12 students (80%). Da Vinci Students Gender and Ethnicity: 2012‐2013
Gender Male Female Ethnicity African
American
Asian/
Pac Isl Caucasian Latino Other
# of students 645 679 # of students 207 98 294 661 64 % of students
49%
51%
% of students 16%
7%
22%
50%
5%
Da Vinci Schools Historical Enrollment by Grade Level, 2009‐2013 Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Total 2009‐ 2010 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 389 60 ‐ ‐ 449 2010‐ 2011 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 265 350 55 ‐ 670 2011 ‐ 2012 37 27 23 16 23 19 34 25 28 267 266 314 46 1125 2012‐ 2013 36 32 34 20 20 23 23 37 38 272 273 241 275 1324
Special Education
The Special Education program at Da Vinci Schools served 102 students in the 2012‐2013 school year, and employed 6 full‐time credentialed special education teachers and 1 full‐time aide. Da Vinci schools implements a full inclusion model, where special education students are fully integrated in general education courses, and supported by practices of co‐teaching and planning between general and special education teachers. The demographic breakdown of the students in the program is as follows: Da Vinci High Schools Special Education Enrollment by Ethnicity, 2012‐2013 Ethnicity African American Asian/ Pac
Isl Caucasian Latino Other
# of students 13 2 33 43 11 % of SPED students 13%
2%
32%
42%
11% Da Vinci Schools Historical Special Education Enrollment, 2009‐2013
Total Enrollment DVIA Design Science Da Vinci Schools 2012‐2013 30 41 31 102 2011‐2012 24 28 18 70 2010‐2011 ‐ 5 11 16 2009‐2010 ‐ 10 12 22 English Language Learners
In the 2012‐2013 school year, Da Vinci Schools served 313 students who spoke 12 primary languages other than English. 24% of our overall population is considered Fluent English Proficient (FEP), and 3% are considered English Language Learners (EL), with the remaining 73% of students considered English Only (EO). Currently, our English Language Learners were a part of a Structured English Immersion instructional model whereby students are supported with SDAIE strategies in all English courses. Academic data and outcomes for English Language Learners are additionally highlighted in the School Based Academic Indicators section of this report as well.
Da Vinci Schools English Language Learners by Classification, 2009‐2013 % of All
Students EO EL FEP
2012‐2013 73% 3% 24% 2011‐2012 76% 3% 21% 2010‐2011 72% 4% 24% 2009‐2010 76% 3% 21% Da Vinci Schools ELL Enrollment by Language, 2012‐2013
Language Spanish Arabic All
# of students 41 2 43 % of EL students 95%
5%
100%
Da Vinci Schools Historical English Language Learners by Grade, 2009‐2013 Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Total 2012‐ 2013 1 0 0 0 0 0 0 0 1 11 8 15 7 43 2011 ‐ 2012 0 0 0 0 0 0 0 0 0 11 16 10 1 38 2010 ‐ 2011 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 13 12 1 ‐ 26 2009 ‐ 2010 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 11 2 ‐ ‐ 13
Individual School Sites
Each Da Vinci school has a unique population and progression of students. This section will highlight the unique enrollments for each school, overall, as well as enrollment for students of different racial/ethnic backgrounds, special education students, English Language Learners, and students who are Socioeconomically disadvantaged (SES). Overall Da Vinci Schools Enrollment, 2009‐2013 Total Enrollment 2009‐2010 2010‐2011 2011‐2012 2012‐2013 DVIA ‐ ‐ 232 263 Design 287 305 414 521 Science 253
365
479
540 School Enrollment by Ethnicity, 2012‐2013 0 100 200 300 400 500 600 2009‐2010 2010‐2011 2011‐2012 2012‐2013 Total Number of Students School Year
Total Enrollments by School
DVIA DVD DVS % of Students African American Asian/Pacific Isl. Caucasian Latino Other
DVIA 9% 7% 52% 17% 14%
Design 20% 3% 16% 59% 2%
Racial/Ethnic Make‐Up by School, 2012‐2013
Innovation Academy
African Am Asian/Pac Isl Caucasian Latino OtherDa Vinci Design
African Am Asian/Pac Isl Caucasian Latino OtherDa Vinci Science
African Am Asian/Pac Isl Caucasian Latino OtherSubgroup Enrollment by School, 2012‐2013 Average Class Size by School, 2009‐2013 Total Enrollment 2009‐2010 2010‐2011 2011‐2012 2012‐2013* DVIA ‐ ‐ ‐ * Design 28 28 29 * Science 28
28
29
* *2012‐2013 data not yet released by CDE 0% 10% 20% 30% 40% 50% 60% 70%
% SPED % ELL % SED
% of School Population Subgroup
Subgroup Enrollment by School
DVIA Design Science % of Total Enrollment Special Education English Language Learners Socio‐ Economically Disadvantaged DVIA 11% 0% 7% Design 8% 4% 58% Science 6% 4% 51%Enrollment & Admissions
Enrollment Overview Da Vinci students come from 80 different zip codes – from our local neighborhoods, as well as from a variety of cities across the greater Los Angeles area. Below is an overview of where our students live, and the zip codes from which Da Vinci draws the largest numbers of students. Da Vinci Schools Enrollment by Zip Code/City, 2012‐2013Zip Code‐ City All Schools Innovation
Academy Design Science
90250‐ Hawthorne 38% 14% 44% 44% 90260‐ Lawndale 7% 2% 7% 8% 90304‐ N. Del Aire 5% 0% 6% 6% 90045‐ Westchester 4% 5% 4% 4% 90301‐ Inglewood 4% 1% 2% 6% 90278‐ N. Redondo 3% 8% 2% 1% 90303‐ Inglewood 3% 1% 4% 2% 90043‐ Windsor Hills 2% 3% 2% 2% 90047‐ Westmont 2% 0% 2% 3% 90249‐ Gardena 2% 1% 1% 3% 90302‐ Inglewood 2% 3% 2% 1% 90503‐ Torrance 2% 8% 0% 1% 90266‐ Manhattan Beach 2% 3% 2% 1%
Da Vinci High School Enrollment by District of Residence, 2012‐2013 38% 7% 5% 4% 4% 3% 3% 2% 2% 2% 2% 2% 2% 24%
2012‐2013 Da Vinci Enrollment by Zip Code
90250‐ Hawthorne 90260‐ Lawndale 90304‐ N. Del Aire 90045‐ Westchester 90301‐ Inglewood 90278‐ N. Redondo 90303‐ Inglewood 90043‐ Windsor Hills 90047‐ Westmont 90249‐ Gardena 90302‐ Inglewood 90503‐ Torrance 90266‐ Manhattan Beach Other Zips (< 2% Enrollment) Non‐Wiseburn Wiseburn Da Vinci Design 424 123 Da Vinci Science 401 130 0 100 200 300 400 500 Number of Students Area of Residence2012‐2013 Enrollment
Da Vinci Design Da Vinci Science Number ofStudents All Schools Design Science
Wiseburn 253 123 130
Da Vinci High Schools % Wiseburn Student Enrollment, 2009‐2013 % of Total
Enrollment All Schools Design Science
2012‐2013 23% 22% 24% 2011‐2012 24% 22% 25% 2010‐2011 19% 19% 20% 2009‐2010 16% 14% 18% 0% 5% 10% 15% 20% 25% 30% 2009‐2010 2010‐2011 2011‐2012 % of All Students School Year
% of Wiseburn Resident Da Vinci Students
All Schools Design ScienceAdmissions Data
All prospective students in grades K‐12 are required to fill out an Enrollment Application. Enrollment applications may be downloaded from our school website beginning in November, and are also available at our school offices and at our information meetings. Three actions are necessary for students to apply to Da Vinci Schools: attend an Information Meeting (mandatory for DVIA families), complete an Enrollment Application, and submit the Enrollment Application on or before the priority application deadline (March). As prescribed by state law, charter schools conduct an enrollment lottery—a random public drawing— for available enrollment spaces as a way to ensure equal opportunity of access for all students. (At most charter schools, including Da Vinci Schools, there are more applications than enrollment spaces available.) During the lottery, all K‐12 students are assigned enrollment spaces according to the order in which their lottery tickets are drawn. For example, the first ticket drawn places that student first on the enrollment list. Once all enrollment spaces have been filled, subsequent students are placed on a waiting list to fill any vacancies that may arise. As described in our charters, a lottery for all Da Vinci Schools for the 2012‐2013 school year was conducted with enrollment preferences as follows: 1. Students currently attending Da Vinci Schools; 2. Students residing within the territorial jurisdiction of Wiseburn; 3. Children of founders and teachers—this preference will be applied to no more than 10% of student spaces. A founder is defined as any parent involved in the founding of the school that volunteered at least 75 hours toward the creation of the school; 4. Siblings of students currently attending Da Vinci Schools; 5. All others. In 2011‐2012, Da Vinci Schools began using a custom enrollment database. In previous years, applications were all processed manually. In the future, we look forward to utilizing our enrollment database to track and monitor enrollment data from year to year. Da Vinci Schools Application Overview, 2012‐2013 Applications Received All Grades (K‐12) Innovation Academy (K‐8) Design & Science (9‐12) 2012‐2013 1,325 482 843 District of Residence All Grades (K‐12) Innovation Academy (K‐8) Design & Science (9‐12) Wiseburn 155 (12%) 21 (4%) 134 (16%) Non‐Wiseburn 1170 (88%) 461 (96%) 709 (84%)
Da Vinci Schools Application Summary, 2012‐2013 Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Total Received 109 44 37 51 41 44 76 42 38 684 87 56 16 1,325 Offered 59 39 23 18 13 12 14 40 33 448 20 32 9 760 Enrolled 36 14 12 11 7 6 8 13 16 276 25 21 8 453 Da Vinci Schools Application Results, 2012‐2013 Application Results by Grade Level, 2012‐2013
Lottery Results Applied Wait list Enrolled Declined
2012‐2013 1,325 504 446 375
Lottery Results Applied Wait list Enrolled Declined
Innovation Academy
(K‐8) 482 214 121 147
Design & Science
Withdrawal Overview Some students choose to leave Da Vinci Schools for a variety of reasons. Below is a summary of data for students who have left Da Vinci Schools. In the future we hope to also gather data on where students transfer to, and for what reasons. Da Vinci High School Withdrawal Overview, 2009‐2013 Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Design 20 25 36 46 30 44 17 6 Science 18 33 44 39 25 40 20 12 0 5 10 15 20 25 30 35 40 45 50 # of Students Withdrawal Date
Withdrawals by School Site
Design ScienceSchool Site All Schools Design Science
Spring 2013 62 36 26 Fall 2012 37 17 20 Spring 2012 84 44 40 Fall 2011 55 30 25 Spring 2011 85 46 39 Fall 2010 80 36 44 Spring 2010 58 25 33 Fall 2009 38 20 18
Da Vinci Schools Withdrawals by District of Residence, 2009‐2013 Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Non‐Wiseburn 30 42 62 66 48 72 34 39 Wiseburn 8 16 18 19 7 12 3 10 0 10 20 30 40 50 60 70 80 # of Students Withdrawal Date
Withdrawals by District of Residence
Non‐Wiseburn Wiseburn District ofResidence All DV Wiseburn
Non‐ Wiseburn Spring 2013 49 10 39 Fall 2102 37 3 34 Spring 2012 84 12 72 Fall 2011 55 7 48 Spring 2011 85 19 66 Fall 2010 80 18 62 Spring 2010 58 16 42 Fall 2009 38 8 30
Da Vinci Schools Withdrawals by GPA, 2009‐2013
Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 < 1.0 1 8 2 9 7 1.0‐2.0 7 7 29 8 31 7 7 2.0‐3.0 1 22 22 26 13 28 8 6 3.0‐4.0 3 15 25 18 8 18 4 5 No GPA 33 6 24 3 26 18 0 5 10 15 20 25 30 35 # of Students Withdrawal Date
Withdrawals by GPA
< 1.0 1.0‐2.0 2.0‐3.0 3.0‐4.0 No GPA GPA < 1.0 1.0‐2.0 2.0‐3.0 3.0‐4.0 No GPA Spring 2013 0 7 6 5 0 Fall 2012 0 7 8 4 18 Spring 2012 7 31 28 18 0 Fall 2011 0 8 13 8 26 Spring 2011 9 29 26 18 3 Fall 2010 2 7 22 25 24 Spring 2010 8 7 22 15 6 Fall 2009 1 0 1 3 33Attendance
Da Vinci Schools have enjoyed outstanding attendance rates as compared to local, State, and National averages. The Da Vinci Schools administration attributes this in large part to the personal connections students establish with their teachers, the sense of “family” the students feel at Da Vinci Schools, and the high level of engagement they have in their classes. It is also important to note that Da Vinci Schools operate without any “bells” to inform students when to change classes. As there are no bells on college campuses or in the workplace, the no bells policy at Da Vinci Schools is geared to get students prepared for college and the workplace. Students are encouraged to take personal responsibility for their punctuality. Da Vinci Schools Attendance Overview, 2009‐2013 90% 91% 92% 93% 94% 95% 96% 97% 98% 99% 100% 2009‐2010 2010‐2011 2011‐2012 2012‐2013 % ADA School YearDa Vinci Schools ADA 2009‐2013
Design Science DVIA ADA InnovationAcademy Design Science
2012‐2013 98.52% 95.54% 96.87%
2011‐2012 98.14% 97.10% 97.24%
2010‐2011 ‐ 96.98% 97.39%
Academic Indicators
~ Graduates ~
~ Current Students ~
~ College Readiness Indicators ~
Graduates
Class of 2013 The Class of 2013 is the first full class of students to graduate from Da Vinci Schools. (A small class of 44 students graduated in 2012.) The 272 students in the Class of 2013 were accepted into 187 different colleges and universities in California and across the nation. Students had the opportunity to attend presentations by admissions officers from many colleges and universities on our school sites, as well as to visit numerous college campuses on school‐sponsored college visits. Da Vinci Schools believe that all students should have the opportunity to attend and succeed at four‐year universities, and our college counseling supports in place resulted in outstanding graduation and college acceptance results for the Class of 2013. Class of 2013 Graduate Overview *2012‐2013 data not yet available from CDE Class of 2013 College Application Summary Class of 2013 Da VinciSchools County* State*
Number of Graduates 272 ‐ ‐ Graduation Rate (12th grade) 99% ‐ ‐ Graduation Rate (state cohort) ‐ ‐ ‐ Dropout Rate (state cohort) ‐ ‐ ‐ A‐G Course Completion 99% ‐ ‐ 4‐Year College Acceptance 77% ‐ ‐
Acceptance Rates Applied Accepted % of
Applied % of 2013
All Colleges & Universities 270 263 97% 97%
2‐Year College 95 95 100% 35%
Class of 2012‐2013 Post High School Destinations Class of 2013 Academic Summary & Comparison *2012‐2013 data not yet available from CDE Alumni
The Class of 2013 is the first full class of students to graduate from Da Vinci Schools. In the future, this section will contain information about what college destinations our alumni attended, the current level of undergraduate and graduate college enrollment for alumni, as well as persistence and degree completion rates. Data from the Class of 2012 and 2013 will be tracked and reported in future versions of the Annual Report and we look forward to following our students as they move into their already bright futures. Post‐High School Class of 2013 Class of 2012 2‐Year College 36% 44% 4‐Year College 63% 56% International College <1% 0 Military <1% 0 World of Work/ Other <1% 0 Academics DV Class of 2013 State Average* National Average* Average GPA (unweighted) 2.98 ‐ ‐ Average GPA (weighted) 3.08 ‐ ‐ Average SAT (2400) 1430 ‐ ‐ % of Class of 2012 Taking SAT 86% ‐ ‐ Average ACT Score (35) 20 ‐ ‐ % of Class of 2012 Taking ACT 52% ‐ ‐
Current Students
Grades & Pass Rates Da Vinci High Schools Grade Distribution, 2009‐2013 0% 20% 40% 60% 80% 100% Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 % of Grades Awarded Grading PeriodDa Vinci 9‐12 Grade Distribution
A B C F 0% 10% 20% 30% 40% 50% Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 % of Grades Awarded Grading PeriodDa Vinci 9‐12 Grade Distribution
F C B A % of A‐F Grades Earned A B C F Spring 2013 46% 30% 19% 6% Fall 2012 31% 37% 23% 10% Spring 2012 31% 34% 25% 9% Fall 2011 32% 35% 25% 7% Spring 2011 26% 34% 32% 8% Fall 2010 26% 34% 32% 8% Spring 2010 23% 36% 34% 7% Fall 2009 34% 34% 28% 4%Da Vinci Design Grade Distribution, 2009‐2013 0% 20% 40% 60% 80% 100% Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 % of Grades Earn ed Grading Period
DV Design Grade Distribution
A B C F 0% 10% 20% 30% 40% 50% 60% Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 % of Grades Earn ed Grading PeriodDV Design Grade Distribution
A B C F % of A‐F Grades Earned A B C F Spring 2013 52% 29% 20% 10% Fall 2012 27% 36% 27% 4% Spring 2012 29% 34% 30% 8% Fall 2011 28% 34% 29% 10% Spring 2011 28% 33% 32% 7% Fall 2010 24% 33% 35% 8% Spring 2010 18% 37% 37% 8% Fall 2009 29% 32% 32% 7%Da Vinci Science Grade Distribution, 2009‐2013 0% 20% 40% 60% 80% 100% Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 % of Grades Earn ed Grading Period
DV Science Grade Distribution
A B C F 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 % of Grades Earn ed Grading PeriodDV Science Grade Distribution
A B C F % of A‐F Grades Earned A B C F Spring 2013 42% 32% 19% 7% Fall 2012 34% 39% 18% 9% Spring 2012 33% 35% 22% 10% Fall 2011 36% 37% 22% 4% Spring 2011 24% 35% 33% 9% Fall 2010 27% 34% 30% 9% Spring 2010 27% 36% 31% 6% Fall 2009 37% 35% 25% 3%Other Indicators
The 1999 California State Standards have not been the sole guide for instruction at Da Vinci Schools. In order to provide substantial content depth, each teacher identifies roughly 10 essential skills for students to master at the outset of each academic year. These essential skills are the central focus of instruction. All Da Vinci schools are currently working to establish the connections between our current work and the new Common Core Standards. Students are provided the opportunity to demonstrate their growth and mastery in each essential skill multiple times in the semester according to teacher discretion.
There are two types of school‐wide Presentations of Learning at Da Vinci Schools that provide meaningful insight regarding how K‐12 students are performing in all classes. The first Presentation of Learning students is known as Exhibition. Exhibition is an open‐house style evening event that occurs once per semester (first in November and then again in March/April). All stakeholders ‐ families, friends, community members, and board members ‐ are
invited to come to campus and visit the classrooms. Inside the classrooms, students showcase one or more of the projects they completed during the semester. Students are expected to explain the essential knowledge and skills learned in the projects, the process used to arrive at the final product, the Habits of Mind and Heart, and 21st Century Skills that were important in the completion of the project. Several of the projects showcased highlight interdisciplinary connections across subjects, and a full list of all projects showcased at Exhibition is compiled before the event for visitors to see. Since this is a public event, it offers opportunities for the community to see and assess first‐hand what students at Da Vinci Schools are learning and doing.
A second school‐wide Presentation of Learning is known as Portfolio Defenses. (At Da Vinci Innovation Academy, these are known as POLs.) Portfolio Defenses and POLs take place at the close of each semester ‐ in December and the end of May/early June, at which times, up to two weeks are specifically designated for this school‐ wide assessment. A Portfolio Defense or POL is essentially a student presentation to a panel of teachers, students, parents and other stakeholders regarding academic growth and progress toward the essential skills and Habits of Heart and Mind. Students are required to provide and explain how specific work they have completed (i.e. the evidence) demonstrates growth toward mastery. Portfolio Defenses
with 3 ‐ 5 minutes of questions and answers from the panel members. Family members, community members, board members, and all stakeholders are invited and encouraged to watch Portfolio Defenses and POLs. Both semesters, students are required to present for three to six of their core classes depending on which high school they attend.
Portfolio Defenses and POLs are evaluated using a rubric that is similar school‐wide, although DVIA is undergoing a revision process to determine the effectiveness of a point‐scale rubric system within a school that does not issues grades or numerical scores.
In Spring 2012, Da Vinci Science’s school‐wide rubric was uploaded as a Google document, and each student has his/her own Google document with his/her own rubric. Teachers log into the same rubric for each student and type in their scores as well as comments. Students are able to access the rubric digitally immediately after completing their presentation. The rubric is cumulative, so students will not know their final score until after they have completed both panel presentations. At Da Vinci Design, teachers
may customize the rubric per class in order to authentically assess the corresponding essential skills, Habits of Mind, and the use and knowledge of the design process. In Spring 2012, all high school students who earned less than a 70% were required to re‐do all or part of their Portfolio Defense. Portfolio Defense scores are recorded on a student’s transcript each year. Students who receive a 70% or greater by the end of the semester ‐ regardless of number of attempts ‐ earn one credit for the course on their transcript. Students who do not meet this benchmark receive no credit for the course, and it is noted accordingly on the transcript. In Fall 2012, the Da Vinci Science school‐wide rubric was adjusted in accordance with the 1 – 4 Mastery Based Grading scale, and students needed to earn a 2.0 or higher in order to pass their Portfolio Defense. At Da Vinci Design, the school‐wide rubric was adjusted in accordance with the 0‐10 Mastery Based Grading scale, and students needed to earn a 7.0 or higher in order to pass their portfolio defense. Portfolio Defenses and POLs are a signature practice at all of the Da Vinci Schools.
State/Federal Indicators Academic Performance Index (API), 2009‐2013 API Scores 2009‐2010 2010‐2011 2011‐2012 2012‐2013 Design 693 ‐ 746 762 Science 807 ‐ 799 816 Statewide Ranking, 2009‐2013 API Scores 2009‐2010 2010‐2011 2011‐2012 2012‐2013* Design 3 ‐ 5 Science 8 ‐ 7 *2012‐2013 data not yet available from CDE Similar Schools Ranking, 2009‐2013 API Scores 2009‐2010 2010‐2011 2011‐2012 2012‐2013* Design 1 ‐ 2 Science 10 ‐ 7 *2012‐2013 data not yet available from CDE
Da Vinci Design CST Proficiency Percentages (%), 2013 2013 CST Proficient or Advanced Basic Below Basic or Far Below Basic Design ELA 9
78
19
3
ELA 10
66
26
7
ELA 11
54
30
16
World History
88
9
4
U.S. History
84
11
6
Algebra 1 4 23 73 Geometry
9
13
78
Algebra 2
3
15
83
Summative Math
9
11
81
Physics
6
46
48
Chemistry
9
54
38
Biology
49
37
14
Life Science
32
42
27
3 7 16 19 26 30 78 66 54 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ELA 9 ELA 10 ELA 11
2013 CST ELA (Design)
Proficient Basic Below Basic
4 6 9 11 88 84 0% 20% 40% 60% 80% 100% World History U.S. History
2013 CST History (Design)
Proficient Basic Below Basic 73 78 83 81 23 13 15 11 4 9 3 9 0% 20% 40% 60% 80% 100%Algebra 1 Geometry Algebra 2 Summative
Math
2013 CST Mathematics (Design)
Proficient Basic Below Basic 48 38 14 27 46 54 37 42 6 9 49 32 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Physics Chemistry Biology Life Science
2013 CST Science (Design)
Proficient Basic Below Basic
Da Vinci Science CST Proficiency Percentages (%), 2013 2013 CST Proficient or Advanced Basic Below Basic or Far Below Basic Science ELA 9
80
15
5
ELA 10
78
20
2
ELA 11
64
30
6
World History
53
35
12
U.S. History
57
33
11
Algebra 1
3
23
74
Geometry
45
36
19
Algebra 2
20
31
50
Summative Math
16
21
63
Physics
35
47
19
Chemistry
17
59
25
Biology
84
16
1
Life Science
47
42
11
5 2 6 15 20 30 80 78 64 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ELA 9 ELA 10 ELA 11
2013 CST ELA (Science)
Proficient Basic Below Basic
12 11 35 33 53 57 0% 20% 40% 60% 80% 100% World History U.S. History
2013 CST History (Science)
Proficient Basic Below Basic 74 19 50 63 23 36 31 21 3 45 20 16 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Algebra 1 Geometry Algebra 2 Summative Math
2013 CST Mathematics (Science)
Proficient Basic Below Basic 19 25 1 11 47 59 16 42 35 17 84 47 0% 20% 40% 60% 80% 100%Physics Chemistry Biology Life Science
2013 CST Science (Science)
Proficient Basic Below Basic
College Readiness Indicators
A‐G Course Completion
In June 2013, the second year in which Da Vinci Schools had graduating seniors, 271/272 (99%) of students met the UC/CSU A‐G course requirements for admissions. All Da Vinci students are enrolled in A‐G approved core courses, and Da Vinci Schools’ commitment to the belief that all students can achieve high levels is demonstrated through its design. The graduation requirements for Da Vinci Schools are the University of California / California State University A‐G requirements. This ensures that upon graduation, all Da Vinci students are eligible to apply to the four‐year public colleges and universities in the state of California. Da Vinci believes that all students should be able to continue their education at a four‐year institution after the conclusion of high school. In addition, the high school grade scale does not include the grade of D, as a D is not accepted by the CSUs or UCs as having passed a course. Therefore, we push all students to achieve a C‐ or higher in all courses. Standardized Testing All Da Vinci students are encouraged to take the SAT and ACT in the spring of their junior year in preparation for their college application process. It is important to note that because of our college going focus, and our attention to ensure that all students have access to college, that the percentage of our students who take standardized tests are significantly higher than state and national averages. This may contribute to the gap in average scores, as we encourage all of our students, not just our top students, to take the exams. Da Vinci Schools SAT Score Comparison, Class of 2012* Average Test Score Average Critical Reading Score
Average Writing Score Average Math Score % of Students Tested
Da Vinci Schools Class of 2012 470 461 460 98% California Students 495 496 512 38% All Students 496 488 514 47% *Class of 2013 comparative data not yet available from CDE
Da Vinci Schools ACT Score Comparison Average Test Score Average English Score Average Math Score Average Reading Score Average Science Score Average Composite Score % of Students Tested DV Class of 2013 19.6 20.0 20.2 19.8 20.0 56% DV Class of 2012 18.9 18.9 18.2 18.2 16.7 42% California Students (Class of 2012*) 21.6 22.8 22.1 21.4 22.1 17% All Students (Class of 2012*) 20.5 21.1 21.3 20.9 21.1 47% *Class of 2013 comparative data not yet available from CDE 430 440 450 460 470 480 490 500 510 520
Critical Reading Writing Math
Average SAT Score SAT Test Section
Da Vinci SAT Score Comparison
DVS Class of 2012 California Students All Students 0 5 10 15 20 25 Average ACT Score ACT Test SectionDa Vinci ACT Score Comparison
DVS Class of 2013 DVS Class of 2012 CA Students (2012) All Students (2012)Extracurricular Involvement
Da Vinci students have many opportunities to engage in extracurricular activities, including after school clubs, intramural sports, and fitness seminars (similar to electives), as well as enrichment classes at Da Vinci Innovation Academy. In fall 2011, Da Vinci joined the Coastal League for high school flag football, and in fall 2012 Da Vinci launched a cross‐country team in which students competed against other schools in the region. Da Vinci also offers boys’ basketball and soccer. Golf, tennis and volleyball are being planned for the future. Da Vinci Schools is continuing to expand its high school sports program and opportunities for students with the addition of Athletic Director Thomas Curry.
Da Vinci high school students plan, organize and run all clubs on campus with adult supervision. There is a very popular Marathon Club. Some of the clubs offered during the 2012‐2013 school year were: Ambassadors Club Art Drama Chess Filmmaking Soccer Interact Club Glee Club Computer Technology Martial Arts National Honors Society LA Marathon Club Junior Committee Senior Committee Decades of Dance Animal Human Alliance FIRST Robotics Live for Christ Gay‐Straight Alliance Society of Women Engineers High School students also have the opportunity to take sports themed seminar classes, which meet twice a week. Fitness seminars include basketball, dance, running, cross‐fit and yoga, and many others. At Da Vinci Innovation Academy, students may enroll in one block of optional enrichment (two classes) each semester at no cost to families. Enrichment classes are held on Wednesdays when students do not attend classes on‐site. Additional enrichment blocks may be purchased for a small fee. Enrichment classes have included art, dance, music, Minecraft, robotics, beginning Spanish, musical theatre, yoga, yearbook, yarn crafting, advanced algebra, and more.
College Visits
Ample research provides that students who have the opportunity to visit colleges and experience and envision themselves within particular campuses are more likely to ultimately attend and succeed at four year schools. In 2012‐2013 all Da Vinci students had the opportunity to visit at least one campus; all students at Da Vinci Design were able to visit two campuses each. Students from Da Vinci schools visited the following campuses in 2012‐2013: Art Center College of Design Pasadena CSU Channel Islands CSU Dominguez Hills CSU Fullerton CSU Los Angeles CSU San Bernardino CSU San Marcos Fashion Institute of Design Merchandising Loyola Marymount University New School of Architecture & Design Occidental University Otis College of Arts & Design Pepperdine University UC Irvine UC Riverside UC San Diego UC Santa Barbara Admissions officers also frequently visit our schools in the fall to recruit and educate our kids on their college and university options. Representatives from the following colleges and universities visited our schools in 2012‐2013: Boston University Savannah College of Art & Design Carnegie Mellon University Syracuse University Columbia College UC Los Angeles CSU Bakersfield UC Merced CSU Northridge University of Arizona Dominican University University of New Mexico Drexel University University of Redlands Marymount CA University University of South Carolina Morehouse College University of the Arts New York University University of the Pacific Occidental College Washington State University Oregon State University
